Premium
Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes
Author(s) -
McGuire Luke,
Rutland Adam,
Nesdale Drew
Publication year - 2015
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12388
Subject(s) - psychology , norm (philosophy) , accountability , peer group , social psychology , peer acceptance , nobody , social identity theory , inclusion (mineral) , social norms approach , developmental psychology , social group , perception , political science , computer science , law , operating system , neuroscience
The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants ( n = 229) aged 5–11 years, in a between‐subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in‐group peer and school norm to influence children's intergroup attitudes.